Examining Service-Learning Literature in Physical Education Teacher Education: Recommendations for Practice and Research

Abstract

Service-learning is a teaching strategy designed to provide learners opportunities to transfer theory to practice in an authentic environment while concurrently meeting genuine needs in the community. The reciprocal nature of service-learning differentiates this pedagogy from other learning venues including field experiences, internships, and student teaching. Recently the interest surrounding, as well as the utilization of service-learning, has grown in numerous academic disciplines including physical education teacher education (PETE). PETE research investigating the impact of service-learning in regards to student and community outcomes is also emerging. The purpose of this article is to provide a review of the current PETE service-learning literature. Components of the review include examination of theoretical frameworks, exploration of the impact of service-learning on PETE students and community participants, and recommendations for practice and future research.

Keywords:

• Service-learning
• physical education teacher education
• pedagogy

Acknowledgements

The authors wish to thank Dr. Samuel R. Hodge at The Ohio State University for his thoughtful comments on an early version of this manuscript.